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Positive relationships between instructors and students are criti cal to effective learning in the classroom. rooted in the Scholarship of Teaching and Learning (SoTL), and centered at the crossroads of interpersonal communication and instructional communication (affective Learning Model), this study examines how instructors in a Taiwan eSL school build relationships with Taiwanese students. Instructors were interviewed regarding the behaviors they use to build rapport with their students. results show that instructors build rapport with their students using several specific techniques: uncommonly attentive behaviors, common grounding behaviors, courteous behaviors, connecting behavior, information sharing behavior, a balancing of connection and authority, adaptation of rapport to student level, and provision of a respite to norms. The findings provide specific examples of how instructors can build rapport in intercultural classrooms.

Intercultural Communication is a course that can help individuals gain the knowledge and tools to be an effective communicator in a globalized world. This article seeks to answer the question about what students enrolled in an Intercultural Communication course should learn. Specifically, the Intercultural Communication course is examined by examining its foundations, content areas, applied assignments, and issues to consider.

Positive relationships between instructors and students are criti cal to effective learning in the classroom. rooted in the Scholarship of Teaching and Learning (SoTL), and centered at the crossroads of interpersonal communication and instructional communication (affective Learning Model), this study examines how instructors in a Taiwan eSL school build relationships with Taiwanese students. Instructors were interviewed regarding the behaviors they use to build rapport with their students. results show that instructors build rapport with their students using several specific techniques: uncommonly attentive behaviors, common grounding behaviors, courteous behaviors, connecting behavior, information sharing behavior, a balancing of connection and authority, adaptation of rapport to student level, and provision of a respite to norms. The findings provide specific examples of how instructors can build rapport in intercultural classrooms.

Through the reflections of professionals occupying a variety of corporate communication roles, our aim was to understand what the corporate communication profession looks like in the current marketplace and the career pathways professionals take. We find that roles and functions are “broad and blurred” and “evolving and escalating,” while pathways and job titles are “varied and vacillating” and “tentative and time bound.” Our article offers theoretical and practical implications for industry and academic professionals looking to bridge the gap between the classroom and the marketplace. We end with pedagogical and curricular implications for corporate communication educators.